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Many studies use instructional designs that include two or more artifacts (digital manipulatives, tables, graphs) to support students’ development of reasoning about covarying quantities. While students’ forms of covariational reasoning and the designs are often the focus of these studies, the way students’ interactions and transitions between artifacts shape their actions and thinking is often neglected. By examining the transitions that students make between artifacts as they construct and reorganize their reasoning, our study aimed to justify claims made by various studies about the nature of the synergy of artifacts. In this paper, we present data from a design experiment with a pair of sixth-grade students to discuss how their transitions between artifacts provided a constructive space for them to reason about covarying quantities in graphs. 

In this paper we examine sixth grade students’ constructions and reorganizations of variational, covariational, and multivariational reasoning as they engaged in dynamic digital tasks exploring the science phenomenon of weather. We present case studies of two students from a larger whole-class design experiment to illustrate students’ forms of reasoning and the type of design that supported those constructions and reorganizations. We argue that students constructed multivariational relationships by bridging, transforming, and reforming their reasoning and that the nature of the multivariational relationship being constructed affected this process. 

In this paper we present an integrated design approach for bridging content between science, technology, engineering, math, and computational thinking (STEM+C). We present data from a design experiment to show examples of the kinds of integrated reasoning that students exhibited while engaging with our design. We argue that covariational reasoning can provide strong scaffolding in making integrated connections between the STEM+C content areas. 

The second INCLUDES Summit, held in Alexandria, VA, on April 24–25, 2018, again brought together institutional leaders and context and content experts from various institutions and organizations to participate in the INCLUDES initiative on broadening the participation of women and underrepresented minorities within STEM faculty and student bodies. This second summit, made up of researchers, administrators, and policymakers, focused on the exchange of campus program experiences, insights and successes from Diversity initiatives, strengthening cross-institutional relationships, and developing guiding principles and articulated speaking points to drive the case for diversity and inclusion in STEM faculty hiring and student recruitment. In sum, 83 registrants from over 50 institutions and 15 partner organizations were represented at the summit. This report details the lessons learned and future directions of the APLU INCLUDES project.